eラーニングサイトの予習復習利用が児童の動機づけ・自己制御学習方略・成績に与える効果 : 小学校理科におけるブレンディッドラーニング環境を対象として  [in Japanese] Effect of an e-Learning Site in Blended Learning Environments for the Study of Science at Elementary School Level : Focusing on Motivational Beliefs, Self-Regulated Learning Strategies and Scientific Performance  [in Japanese]

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Author(s)

Abstract

This paper describes the effects of an e-learning site in blended learning environments for science education at elementary school level, which focused on motivational beliefs and self-regulated learning strategies. The students used the e-learning site "Science Net" (Kitazawa, Kato & Akahori, 2006a). We presented them with the Motivated Strategies for Learning Questionnaire (Pintrich & De Groot, 1990) for analyzing their learning strategies. Based on the results of the questionnaire, the students who used Science Net for preparation or review had higher intrinsic value and cognitive strategy use than the students who did not. Additionally, it was found that the self-efficacy was divided into 2 types "comparing myself to friends" and "intelligibility and efforts" from the results of a factor analysis. Based on the result of the covariance structure analysis, we found that the use of Science Net for preparation or review affected intrinsic value directly, and the use of Science Net for preparation or review affected students' scientific performance indirectly.

Journal

  • Journal of Science Education in Japan

    Journal of Science Education in Japan 33(1), 34-49, 2009

    Japan Society for Science Education

References:  18

Cited by:  1

Codes

  • NII Article ID (NAID)
    110007226269
  • NII NACSIS-CAT ID (NCID)
    AN00036978
  • Text Lang
    JPN
  • Article Type
    Journal Article
  • ISSN
    0386-4553
  • NDL Article ID
    10332202
  • NDL Source Classification
    ZF9(教育--各科教育)
  • NDL Call No.
    Z7-1020
  • Data Source
    CJP  CJPref  NDL  NII-ELS  J-STAGE 
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